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6 



TT 167 
.R6 fl4 
1909 
Copy 1 



Nciv York State Education Department 
Division o£ Trades Schools 



DESCRIPTION OF ROCHESTER FACTORY SCHOOLS 



Albany, N. Y., April i, 1909 

Purpose of the circular. This circular is issued in response to 
a general demand within the State for a description of the factory 
schools organized at Rochester. This was the first city \n the 
State to avail itself of the recent law providing for the establish- 
ment and maintenance of general industrial and trades schools. 
The circular attempts to answer some questions which have a-'isen 
,n reference to the preliminary steps taken by this city looking 
towards the establishment of these schools, as well as some facts 
regarding their organization. ^ 

Investigation of industrial needs. During the ^mnr: ;■ of 
T908, the president of the Rochester Board of Education directed 
ihat an investigation be made to determine what form ol educ?'.' ^ 
vvould best fit boys and girls to enter the industries of the city, 
visit was made by the supervisor of manual training to a larg'e 
number of the local factories. The superintendents and forern^- 
were asked these questions : 

1 What deficiencies do you find in the education of the boys 
and girls who come to work in your factories which prevent them 
from rapid advancement? 

2 Can you suggest any form of manual or mental training 
which would increase their earning power and make their promo- 
1'on more rapid? 

Answers to questions. Of many answers given to these ques- 
tions, the following are most typical : 

I St We want boys who can apply the mathematics they have 
learned in school to the actual problems which arise in shops. We 
-v.ant boys who can make accurate computations. 

2d We want boys who can state their needs to the foreman 
clearly and concisely and get back to their work. 

T7r-Mv9-1600 (7-3530) 



'1 Vol 



NEW YORK STATE EDUCATION DEPARTMENT 



3d Boys are needed who know something more than the one 
thing which they are doing; who know something of the sources 
of materials used and the processes of their preparation. We 
want boys who have enough general knowledge so that they can 
fit into different places in the factory as need arises. Boys who 
have adaptability are wanted. 

4th We want boys who will take an interest in their work; who 
will not watch the clock ; who will do good work without constant 
supervision and who will believe that eventually they will get what 
they are worth. We want boys who will not quit when some 
grocer offers them 50 cents a week more for driving a delivery 
wagon — boys who will realize that small wages at the start and 
rapid advancement will pay best in the end. We want boys who 
are not afraid of work and are not afraid of g-etting dirty. In 
short, these men realize that our boys need to think accurately and 
comprehensively ; to express thought in talking and writing ; to 
work skilfully with the hands ; to take their places among men. 

General suggestions. In addition to the above answers, a great 
amount of detailed information was furnished as to the specific 
needs of instruction which would best prepare for various trades. 
Some of the employers and head workers in the industries made 
valuable suggestions. One stated that boys ought to be able to 
make free-hand sketches of machine parts. He stated that many 
boys who could readily make working drawings from models or 
sketches did not easily recognize similar forms when embodied in 
-.^^p or less complicated working drawings. He suggested a 
series of exercises and problems in prospective sketching of work- 
ing drawings without the use of models. 

Another emphasized the value of shop calculations and advo- 
cated that the boys be given only such rules- and calculations as 
have proved useful in the shop, because in his experience boys 
are otherwise confused and are rarely used to actual work in the 
shop, and at the same time, he suggested that the " why " of each 
step be taken so as to make the boys as independent as possible 
of having to remember rules. Nearly every employer emphasized 
strongly the value of training boys to appreciate work. 

One employer said, '' Give the theory underlying the various 
trades as much as possible. When a boy goes out as a helper he 
has an opportunity to learn the practical work, but little of the 
v/hy. If the mechanic under whom he is working takes a fancy 
lo him, he may teach him something of the theory (if he knows 

0. Of 0. 



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ROCHESTER FACTORY SCHOOLS 



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it himself) but otherwise the boy must pick up the information 
usually by correspondence courses as best he can. This hit and 
'^-5^'miss system of training results in most poorly trained workmen." 
X A foreman said, " Let the boys learn the names of all the tools 
of the trade; the names of the various materials and fittings used. 
Let the boys learn the city ordinances relating to the trade and to 
read blue prints. A boy who can do these things can get a posi- 
tion at any time." 

The assistant city engineer said, " Let the boys who wish to 
be plumbers, for example, have such practical information as the 
names of all fittings ; how to make bills of quantities ; the sys- 
tematic methods of estimating cost; the difference in the handling 
and cutting of brass and iron pipe; the lubricants which work best 
with different metals. Let the boys know something of hydraulics, 
and something of metallurgy." 

Problem of the schools. The next step was a study of the boy 
problem. An investigation showed that there were in the gram- 
mar schools 842 boys who had reached the age of 14. The prin- 
cipals of the grammar schools estimated that 542 of this number 
would probably never enter high school and stated that while 
many of these boys did excellent work in the manual training shop, 
they were able to do little or nothing in their " book " subjects. 
The manual training teachers also said that many of the boys 
who were such " problems " for the grade teachers were most 
interested and most capable in the hand work, and that the only 
possibility of education for many boys was along manual lines 
with simple theory closely correlated with it. 

Li addition to the above there were many boys who had left 
school to go to work who were out of employment, and several 
boys of this class applied for admission to the factory school. 

The principals of the grammar schools were asked first to inter- 
view the parents of the boys in the 8th A grade to ascertain just how 
many of them wished their sons to enter the factory school. Later 
data were obtained regarding the boys of the 6th, 7th and 8th B 
grades. Notices were also sent out by the superintendent of the 
schools describing the proposed plan of work of the factory school. 
As a result of this efifort there were sent in the names of 23,3 boys 
who wished to enter the scliool. Some wished to complete their 
grammar school course before taking up the new work. 

Seeking cooperation. The tentative course of study was sub- 
mitted to the Central Trades and Labor Council for their approval. 
It was presented to them by President Forbes of the local board 



4 NEW YORK STATE EDUCATION DEPARTMENT 

of education, and was discussed at length by the delegates. The 
Central Trade and Labor Council referred the plan back to the 
various trade unions with a request that the delegates report in 
one month and be prepared to vote for or against the plan. On 
Thanksgiving night the delegates to the Central Trades and Labor 
Council again discussed the matter and a vote was taken of four 
to one in favor of the establishment of a factory school. 

Equipment. In the meantime, the board had arranged to set 
apart for the new work an elementary school building of eight 
rooms which was no longer needed for grade work. The building 
Vv^as a substantial one and well fitted for the purpose. It was 
planned to fit the entire lower floor for shopwork, making two 
large shops out of the four rooms. The second floor was planned 
for drawing and study rooms. Two of the rooms on the first floor 
were fitted up as bench shops with 25 6-foot cabinetmakers benches. 
Each bench was equipped with planes, chisels, try squares, etc., 
and other tools not constantly in use were placed on tool boards 
around the room. 

A machine room was fitted up with planer, jointer, variety saw 
and band saw. 

Teachers. The board of education then appointed the follow- 
ing teachers : 

Mr Lewis A. Wilson, instructor in drawing and histor}'- 

Mr Frederick O. E. Raab, instructor in woodworking 
And later other appointments were made of 

Mr Henry C. Fellman, instructor in mechanical and electrical 
shopwork. 

Mr Oakley Furney, instructor in mathematics and English 

Mr Wilson is a graduate of the Brockport High School, has 
taken shop courses for two years in the Rochester Mechanics In- 
stitute ; has been a teacher of industrial hand work in the Rochester 
Evening Schools for two years and has had some experience as a 
carpenter. 

Mr Frederick O. E. Raab is a cabinetmaker of 10 years' ex- 
perience and a graduate of several of the industrial courses of the 
Mechanics Institute. 

Mr Henry C. Fellman is a graduate of the University of Illinois 
in the electrical engineering course, and has had practical experience 
as inspector in the New York Central Electrical Equipment Depart- 
ment. 

Mr Oakley Furney is a graduate of the Brockport Normal 
School, has taken a two year course at the University of Michigan, 
and has had a practical factory experience of one and a half years. 



ROCHESTER FACTORY SCHOOLS 5 

Mr Alfred P. Fletcher, supervisor of manual training was made 
director of industrial education. 

Opening of the school. On December i, 1908, the Rochester 
Factory School was opened, admission being offered to all gram- 
mar school graduates and to all boys in the 8th A grade. 

Forty boys applied for admission and the school continued with 
this number until February i, 1909. Two instructors were em- 
ployed. On February i, admission was granted to 60 more boys 
from the 8th A and 8th B grades. Two more instructors were 
appointed. 

These 100 boys are enrolled in the four classes, 25 boys in each 
class, as follows : 

Class A — advanced woodworking 

Class B — elementary woodworking 

Class A — advanced mechanical and electrical work 

Class B — elementary mechanical and electrical work 

Course of study. The tentative course of study in book work 
which is being followed at present is as follows : 

FIRST YEAR 

Hours Hours 

a week a week 

Mathematics 4 Spelhng. i j4 

Drawing- 5 Industrial history ...."... 1 14 

English' 3^ Shopv/ork 15 

Mathematics 

1 Review of four fundamental operations. 

2 Drill on tables. 

3 Rapid calculations, oral and written. 

-4 Practice in use of practical short methods. 

5 Measurements of all kinds, length, surfaces, volumes, time, 

and all possible computations based on them. 

6 Percentage in connection with measurements and com- 

parisons of areas, columns, weights etc. 

7 Percentage as used in business. Interest, bank accounts,^ 

discounts, partnership, taxes and insurance, 

8 Powers and roots as used in common shop formulae. 

9 Fundamental operations of algebra as employed in common 

shop formulae. 



6 NEW YORK STATE EDUCATION DEPARTMENT 

Spelling. 25 words daily, taken from industrial reports, articles 
in trade magazines, etc. 

English grammar. Thorough review of the work in grammar out- 
lined for the grammar schools. 

English 

1 Business and legal English. 
Letter writing of all kinds. 
Statements.. Invoices. Checks. Drafts. 
Bills of lading. Notes. 

2 Oral discourses. 

Five minute talks given by boys on industrial topics previously 
studied up. 

3 Compositions and short themes on industrial subjects. 

Drazving. Mechanical 

1 Correct use of materials and instruments. 

2 Lettering. 

3 Simple working drawings, 

4 Geometrical problems. 

5 Developments. 

6 Working drawings and details. 

Drazving. Free-hand 

1 Principles of free-hand perspective. 

2 Model drawing. 

3 Elements of mechanical perspective. 

Shopzi'ork. In the woodworking shop the boys will review the 
principles of joinery which they have previously covered in 
the manual training classes. They will begin the construction 
of simple articles of furniture. The line of models to be 
turned out by the woodworking department and on which 
the boys are now working is as follows : 

Small looms, 10" x 12" for primary weaving. 

Pillow looms, 24" X 24" for raffia work. 

Drawing boards. 

Drawing tables. 

Bookcases with sliding doors (to be used in the grade 

rooms of the public schools). 
Sewing boxes (to be used in the grade rooms of the 

schools). 



ROCHESTER FACTORY SCHOOLS 7 

Other models will be added to this line as other articles 
of furniture are needed in grade rooms, in the manual 
training shops and in other factory schools. 

The drawing boards and drawing tables now in process 
of construction will take the place in the factory school 
of the ordinary desks now in use. 

Mechanics and electricity 

The mechanical and electrical shop has just been opened and 
the entire course of study is not yet ready to announce. 

At present the boys are performing simple experiments and 
are doing bench work as follows : 

1 Experiments in the working of the lever with appara- 

atus made by the students. 

2 Chipping, filing and beading of small parts needed for 

the bookcases. 

3 Finishing the tempering of small tools. 

4 Making of batteries. 

5 Making of magnets and coils. 

6 Construction of door and signal bells and the wiring 

up of same. 

7 Simple plumbing work, including simple piping, thread- 

ing and the repairs of faucets and valves. 

Working in groups. In the shops the boys work in groups, 
being advanced from the simpler to more difficult work as skill is 
acquired. The groups of the woodworking shops are — 

1 Stock cutting — getting out rough stock. 

2 Rough finishing — working stock down to finished sizes. 

3 Fine finishing — cutting of joints, boring for dowel, etc. 

4 Assembling — glueing and clamping up the furniture. 

5 Cleaning up — sandpapering and cleaning off the glue. 

The articles then go to the finishing room where they are filled, 
stained and varnished. 

Notes. The factory school opens at 8.30 a. m. every school 
day and runs until 3 p. m., with a half hour's intermission for 
luncheon. 

On Saturday the shops run from 8.30 to 12 noon. The school 
does not conform to the schedule of the grammar schools with 
respect to holidays and vacations, but will remain in session during 
a large part of the summer vacation. 



) 



LIBRARY OF CONGRESS 



8 NEW YORK STATE EDUCATION DEPARTME] 013 973 435 fl | 

It is probable that during the present month another factory 
school will be started to accommodate some of the 133 boys now 
on the waiting list. 

Any further information regarding these schools will be furnished • 

by Alfred P. Fletcher, Director of Industrial Training, Rochester, 
N. Y. 



U^^^i>h^^^ J. /U 



Chief, Division of Trades School 



Conservation Resources 
Lig-Free® Type I 
Ph 8.5, Buffered 



UBBABYOFCONGBESS 




013 973 435 A • 



